An Instructional Activity Based on Collaborative Learning and Blended Learning to Improve Independent Learning Ability and Learning Motivation of College Students
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Abstract
In the context of the digital transformation of higher education, improving college students’ independent learning ability and learning motivation has become an important issue in teaching reform. This study designed and implemented an instructional activity integrating collaborative learning and blended learning to examine its effects on students’ independent learning ability, learning motivation, and academic performance. A 16-week quasi-experimental study was conducted with 120 freshmen from two parallel classes of the course Educational Technology Basics. The experimental group received collaborative-blended instruction, while the control group received traditional classroom-based instruction. Data were collected through an independent learning ability scale, a learning motivation questionnaire, academic performance records, and semi-structured interviews with 15 students. Quantitative data were analyzed using independent samples t-tests, and interview data were analyzed through content analysis. The results showed that the experimental group achieved significantly greater improvement in independent learning ability and learning motivation than the control group, with better academic performance after the intervention. The findings indicate that collaborative-blended instruction can provide a flexible, interactive, and student-centered learning environment, offering practical implications for improving teaching quality in higher education.
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